Evidence of a Differential Effect of Ability Grouping on the Reading Achievement Growth of Language-Minority Hispanics

Autor/in	Robinson, Joseph P.
Titel	Evidence of a Differential Effect of Ability Grouping on the Reading Achievement Growth of Language-Minority Hispanics
Quelle	In: Educational Evaluation and Policy Analysis, 30 (2008) 2, S.141-180 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373708317742
Schlagwörter	Educational Strategies; Small Group Instruction; Reading Achievement; Academic Achievement; Minority Group Children; Ability Grouping; Reading Ability; Grade 1; Minority Groups; Achievement Gains; English (Second Language); Non English Speaking; Second Language Learning; Hispanic Americans; Kindergarten; Individualized Instruction + Suchen Sie Ihr Suchwort? Lehrstrategie; Leseleistung; Schulleistung; Homogene Gruppierung; Niveaugruppierung; Streaming; Reading competence; Lesekompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Ethnische Minderheit; Achievement gain; Leistungssteigerung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Hispanic; Hispanoamerikaner; Individualisierender Unterricht
Abstract	Ability grouping is sometimes thought to exacerbate inequality by increasing achievement gaps; however, ability grouping may in fact benefit a fast growing and often marginalized student population: children from non-English-speaking home environments. The level-appropriate, small-group instruction received in reading ability groups may be particularly beneficial to these language-minority children, who are not regularly exposed to English at home. Focusing on Hispanics, who make up the majority of language-minority students, the author examined this hypothesis through difference-in-differences estimation techniques in a hierarchical linear model framework. Ability grouping in reading during kindergarten was significantly associated with greater benefits for language-minority Hispanic students relative to other students. However, this benefit faded during the summer and first grade, unless grouping continued in first grade. These findings are robust to alternative specifications and suggest that differentiated instructional strategies upon school entry may be an effective, relatively low cost tool to combat the achievement gap faced by a fast growing segment of students. (Within-School Model Observations and Parameter Estimation is appended. Contains 10 tables, 3 figures and 27 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10